Abstract
The aim of this study is to investigate the relationship between emotional intelligence (EI) and transformational leadership (TL) style in public schools in Amman, Jordan. A sample consisting of 250 teachers was randomly selected to collect data on their managers’ EI competencies, which are self-awareness (SEA), self-management (SEM), social awareness (SOA), and relationship management (REM), and their TL behaviours using a questionnaire developed based on the literature for the purpose of the current study. All the questionnaires were returned completed and valid for statistical analysis. Four hypotheses were put forward by the study, in which EI was postulated to exert an impact on four dimensions of TL style, namely idealized influence (IDI), inspirational motivation (INM), intellectual stimulation (INS), and individualized consideration (INC). The study deduced a significant and positive effect of EI on all the dimensions of TL. A key contribution of this study is the finding that leaders need not only competencies to transform their subordinates but also a sense of emotional intelligence. Following these results, the implications of the study were derived. One of the most important recommendations indicated that managers have to be trained to acquire emotional intelligence skills.
Highlights
emotional intelligence (EI) as a set of competencies enhances the skills of leaders directed toward developing and motivating employees to achieve the organization’s vision (Antonakis et al, 2009)
The aim of this study was to explore the relationship between EI (SEA, SEM, social awareness (SOA), and relationship management (REM)) and transformational leadership (TL) (IDI, inspirational motivation (INM), intellectual stimulation (INS), and individualized consideration (INC)) in an educational setting from the Arab world, Jordan, using a sample selected from public schools in Amman
Hess and Bacigalupo (2011) cited three models on which researchers can rely to understand the term emotional intelligence. These models encompass how individuals approach different emotional conditions and how they adapt to these conditions; how individuals use their behaviours in self-assessment; and how individuals invest their emotions to enhance their performance on the basis of their abilities and skills
Summary
EI as a set of competencies enhances the skills of leaders directed toward developing and motivating employees to achieve the organization’s vision (Antonakis et al, 2009). TL, on the other hand, as a set of leaders’ characteristics, aims to influence employees’ behaviours for the sake of achieving the organization’s objectives (Lam & O’Higgins, 2013). The aim of this study was to explore the relationship between EI (SEA, SEM, SOA, and REM) and TL (IDI, INM, INS, and INC) in an educational setting from the Arab world, Jordan, using a sample selected from public schools in Amman. The main contribution to the body of knowledge can be found in the investigation of the relationship between EI and TL in the educational domain This introduction is followed by a literature review and hypothesis development, in which both EI and TL are defined and conceptualized.
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